For example, when teaching "the development and change of silkworm's life", we can ask the students with the famous sentence "the silkworm dies, and the candle burns at night": "Is the silkworm dead?" ? In fact, it is "Spring Silk is not dead"
For another example, when students study the section "Photosynthesis and Respiration of Plants", the teacher can use the poem "Do morning exercises every day" that students learned in primary school: "The cock crows, it is dawn, and the air in the morning is really good. Primary school students queue up to do morning exercises at school. " Question: Is the air really good in the morning? In fact, according to recent research by ecologists, the air in the morning is not as good as people think. Every afternoon 15 to 17 is the best time for air.
For example, when teaching the harm of rodents and mice to human beings, students lack perceptual knowledge of the harm of plague prevalent in the old society. At this time, we skillfully used Stone Nan's "Dead Mouse": "Dead mice in the east, dead mice in the west, people see dead mice as tigers. The mouse died in a few days, and people died like a plug. The number of people who died in one day, the number of Mo Wen, the dim color of this day. After a threesome, I suddenly saw two people crossing the road ... "This poem vividly described the tragic scene of the plague epidemic at that time, and deepened students' understanding of the plague through learning.
For example, when teaching the content of the raptor "Eagle", students lack a deep understanding of the fierce temperament and carnivorous life habits of the eagle. At this time, we skillfully used the poet Gao Yue's Eagle: "Snow claws and stars are rare in the world, and skyscrapers are dedicated to vibrating sweaters. Don't be afraid to cast a net, the plains don't fly. " This poem vividly describes the morphological characteristics and living habits of the eagle. It shows that the eagle claw has a strange shape, the eagle eye is extremely bright and has a pair of wings that can take off and fight. Tell the hunter not to throw the net everywhere with all his strength, because the eagle's goal is all directions, and the goal is the sky. He doesn't fly in the plain grass and is ashamed to swim with the birds. When the students finished learning this poem, the problem was solved.
For example, when teaching the related content of Woodpecker, we used the Woodpecker written by the poet Zhu Qingyu: "Tintin is anxious at night, but it is still rare, pecking at the court. I have no complaints about flying with you all day long. " This poem not only describes the life habits of woodpeckers in detail, but also clearly shows their diligence and adaptability. Tell people that woodpeckers, day after day, year after year, persistently peck at locust trees all over the yard in order to sweep away moths that harm trees for people. How valuable this spiritual quality is, it can give students useful enlightenment and education.
For example, when teaching the content of "chemical elements that make up cells", we can use a poem by the old writer Gao Shiqi to summarize the ten main elements that all biological cells have: "Carbon is the main element; Hydrogen, oxygen and nitrogen; Followed by potassium, calcium, magnesium and iron; Phosphorus and sulfur are behind. " For another example, after the content of "ecological balance and nature protection" is finished, it can be summarized by a famous poem by Zhu, a philosopher in the Song Dynasty, warning people that there is only one motherland and only one earth. Only seek immediate local interests, regardless of the long-term overall fate, self-destruction of their homes without early repentance, will eventually cast eternal hatred. This summary has a clear context, and students have learned to live and remember it.
For example, when teaching the chapter on "Heredity and Variation" of hereditary diseases, at the end of the class, we left a poem "Seawater and Tears" by the old poet Ai Qing: "Seawater is salty, and tears are salty. Has the sea turned into tears? Did tears turn into sea water? Hundreds of millions of years of tears, gathered into sea water. One day, the sea and tears are sweet. " We try to make students understand and interpret this poem from the perspective of heredity and eugenics. After class, some students answered that "seawater" can be understood as human living environment (natural and social), and "tears" can be understood as human characteristics (genotype and phenotype). Up to now, the environment and human beings themselves are not perfect, but have various drawbacks, so they are all "salty". Is the environmental decider? Or do people decide the environment? What is the relationship between the two? This is exactly the topic to be discussed in genetics, eugenics and ecology. It can be expected that in the not-too-distant future, both human beings and human environment will become infinitely beautiful and "sweet". The students answered well.